Exploring Relationships Among Responsibilities of Mathematics Coaches and Specialists and Student Achievement

In this study, we used hierarchical linear modeling to examine restricted-use 2011 National Assessment of Educational Progress (NAEP) data to explore relationships between principal-reported time spent on the different NAEP responsibilities of mathematics coaches and specialists (MCSs) and the achie...

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Bibliographic Details
Published inInternational electronic journal of mathematics education Vol. 16; no. 2; p. em0640
Main Authors Harbour, Kristin E., Saclarides, Evthokia S., Adelson, Jill L., Karp, Karen S.
Format Journal Article
LanguageEnglish
Published East Sussex International Electronic Journal of Mathematics Education 01.05.2021
Subjects
Apprenticeship
Coaching
Coaching (Performance)
Cognition & reasoning
Cognitive ability
Correlation
Electronic periodicals
Elementary School Students
Elementary schools
Grade 4
Interactive learning
Literature reviews
Mathematics Achievement
Mathematics education
Mathematics Instruction
Metacognition
National Competency Tests
Professional development
Responsibilities
Responsibility
Specialists
Students
Teachers
Teaching methods
Time Management
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Summary:In this study, we used hierarchical linear modeling to examine restricted-use 2011 National Assessment of Educational Progress (NAEP) data to explore relationships between principal-reported time spent on the different NAEP responsibilities of mathematics coaches and specialists (MCSs) and the achievement scores of approximately 37,400 fourth-grade students in 1,500 U.S. elementary schools. The model included adjustments for composite covariates, control variables, and sampling weights. Significant relationships between principal-reported time spent on six different NAEP-defined responsibilities provided by full-time MCSs and fourth-grade students’ mathematics achievement were observed, including relationships between achievement and MCSs assisting both teachers and students. Implications for the effective use of MCSs in schools and suggestions for future research are discussed.
ISSN:1306-3030
1306-3030
DOI:10.29333/iejme/10907